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Готові списки джерел за темами / Racialized experiences / Статті в журналах

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Статті в журналах з теми "Racialized experiences"

Автор: Grafiati

Опубліковано: 3 червня 2025

Оновлено: 31 липня 2025

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1

Wang, Ying. "How Are They Racialized? Racial Experiences of Chinese Graduate Students." Ethnic Studies Review 33, no. 2 (2010): 109–22. http://dx.doi.org/10.1525/esr.2010.33.2.109.

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The present study explores the lived experiences of Chinese graduate students at a Southwestern University in order to find out how they experience race in daily life, what their interpretations of the racial experience are and how do racialized experiences shape their perceptions of life chances. The results indicate that the racialization process plays an important role in Chinese students' life through their lived experiences. Most Chinese students have noticed race and some of them have experienced racial discrimination. However, Chinese students still hold up the importance of education a

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2

Bueker, Catherine Simpson. "Racialized Geographies." Contexts 20, no. 2 (2021): 42–47. http://dx.doi.org/10.1177/15365042211012070.

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From 2014-2016, the author of this article conducted 37 in-depth interviews with Black and Latina women who had graduated from a wealthy, predominantly White suburban high school in the Northeastern United States. The article explores the experiences of these students and the concept of being in the “wrong” place because of a perceived racial and geographic misalignment.

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3

Huang, Lindsey. "Racialized Experiences with Host Nationals: The Experiences of U.S. Religious Cross-cultural Workers of Color." Mission Studies 40, no. 3 (2023): 433–54. http://dx.doi.org/10.1163/15733831-12341930.

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Abstract Religious cross-cultural workers of color (RCCWC s) from the United States serve in international contexts with their own racialized dynamics. In order to explore how race shapes RCCWC s’ experiences with host nationals, sixteen qualitative interviews with RCCWC s were conducted. Three major findings emerged from the data: (1) sharing a similar racial or ethnic identity with host nationals results in perceived advantages and disadvantages, (2) racialized encounters prompted reflection on racial and ethnic identity, and (3) strategies developed to deal with racialized fatigue contribut

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4

Li, Haili, and Xu Chen. "From “Oh, you’re Chinese . . . ” to “No bats, thx!”: Racialized Experiences of Australian-Based Chinese Queer Women in the Mobile Dating Context." Social Media + Society 7, no. 3 (2021): 205630512110353. http://dx.doi.org/10.1177/20563051211035352.

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This article explores racial exclusion, bias, and prejudice in the context of same-sex mobile dating, focusing on the experiences of a group of Australian-based Chinese queer women. Semi-structured in-depth interviews and participant observation were used to examine participants’ racialized experiences. The findings indicate that Western dating apps, such as Tinder, Bumble, and HER, served as crucial channels of these women’s interracial and intercultural encounters while living in Australia. However, they largely perceived these apps, and HER in particular, as White-dominated and ill-suited t

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5

Torres, Rose Ann, and Dionisio Nyaga. "Shifting the Working/Teaching Environment: A Transdisciplinary Perspectives." International Journal of Integrated Care 23, S1 (2023): 99. http://dx.doi.org/10.5334/ijic.icic23354.

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Our presentation is based on our study on the “Effects of Covid-19 on Teaching, and Learning: Stories of Racialized Faculty Members and Students''. This was a qualitative narrative study and we conducted focus group discussions and individual interviews. We employed snowballing techniques to recruit study participants. We invited 32 racialized students (domestic and international) and 10 racialized faculty members. The results of this research will be published in a co-edited book and will also invite media houses to feature the results of the project to bring awareness to issues of equity, di

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6

bell, adam patrick, Jason Dasent, and Gift Tshuma. "Disabled and Racialized Musicians: Experiences and Epistemologies." Action, Criticism, and Theory for Music Education 21, no. 2 (2022): 17–56. http://dx.doi.org/10.22176/act21.2.17.

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Drawing on DisCrit—disability studies and critical race theory (Annamma, Ferri, and Connor 2013) and Beaudry’s (2020) framework for accounts of disability, we (the authors) examine the lived experiences of Jason and Gift as disabled and racialized musicians. Echoing the DisCrit maxim that ableism and racism are intertwined, we assert that, like disability studies in general, disability research in music education is characterized by unmarked whiteness (Bell 2006, 2011). As a result, disability research in music education has a deep deficit of epistemologies of disabled and racialized people. T

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7

Bouchareb, Rachid. "Un chercheur racisé face à une subjectivité raciale différenciée : approche clinique et réflexive du racisme." Clinical Sociology Review 20, no. 1 (2025): 16–46. https://doi.org/10.36615/szgbef02.

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For a racialized researcher, investigating racism can seem perilous from the perspective of the relationship to the object required by a scientific objectification approach. This reflexive article is based on an ethnography that links my biography to a clinical approach in order to access the racist experience of different racialized groups in France (social work students and residents of working-class neighborhoods). This approach, both reflexive and clinical, requires a patient and attentive construction of the conditions of enunciation of the experience in order to identify the tensions bet

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8

L. Briscoe, Kaleb, Candace M. Moore, Cierra Kaler-Jones, and Jesse R. Ford. "“We don’t feel like we belong”: Graduate Students’ of Color Racialized Experiences in Hybrid HESA Graduate Programs." JCSCORE 8, no. 2 (2022): 78–114. http://dx.doi.org/10.15763/issn.2642-2387.2022.8.2.78-114.

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Using Critical Race Theory and sense of belonging, we examined the racialized experiences of 17 graduate Students of Color in hybrid higher education and student affairs (HESA) graduate preparation programs in the United States to understand how faculty members contribute to their sense of belonging. The experiences of graduate Students of Color in hybrid HESA programs are complex and multi-layered; therefore, this study used a critical phenomenological approach to examine how their racialized experiences influence their experiences in hybrid classrooms. Graduate Students' of Color racialized

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9

García, San Juanita. "Racializing “Illegality”: An Intersectional Approach to Understanding How Mexican-origin Women Navigate an Anti-immigrant Climate." Sociology of Race and Ethnicity 3, no. 4 (2017): 474–90. http://dx.doi.org/10.1177/2332649217713315.

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By shedding light on how Mexicans are racialized, scholars have brought racism to the forefront of migration research. Still, less is known about how “illegality” complicates racialized experiences, and even less is known about how gender and class further complicate this process. Drawing on 60 interviews with Mexican-origin women in Houston, Texas, this research explores how documented and Mexican American women are racialized, the institutional contexts in which this process occurs, and how women’s racialized experiences relate to feelings of belonging and exclusion. Findings suggest a form

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10

Steward, Andrew, Carson De Fries, Annie Zean Dunbar, et al. "EXPLORING THE LIVED EXPERIENCE OF RACIALIZED AGEISM AMONG OLDER ADULTS: A PHENOMENOLOGICAL STUDY." Innovation in Aging 6, Supplement_1 (2022): 343. http://dx.doi.org/10.1093/geroni/igac059.1355.

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Abstract Ageism is a prevalent, insidious social justice issue which has harmful effects on the health of older adults. Preliminary literature explores the intersectionality of ageism with sexism, ableism, classism, and ageism experienced among LGBTQ+ older adults. To our knowledge, the intersection of ageism with racism, or racialized ageism, is largely absent from the literature. This qualitative study explored the following research question from a phenomenological perspective: “What is the lived experience of racialized ageism among diverse older adults?” Twenty participants 60+ years of a

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11

Mahabir, Deb F., Patricia O'Campo, Aisha Lofters, Ketan Shankardass, Christina Salmon, and Carles Muntaner. "Classism and Everyday Racism as Experienced by Racialized Health Care Users: A Concept Mapping Study." International Journal of Health Services 51, no. 3 (2021): 350–63. http://dx.doi.org/10.1177/00207314211014782.

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In Toronto, Canada, 51.5 % of the population are members of racialized groups. Systemic labor market racism has resulted in an overrepresentation of racialized groups in low-income and precarious jobs, a racialization of poverty, and poor health. Yet, the health care system is structured around a model of service delivery and policies that fail to consider unequal power social relations or racism. This study examines how racialized health care users experience classism and everyday racism in the health care setting and whether these experiences differ within stratifications such as social clas

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12

Burt, Brian A., Alexander Knight, and Justin Roberson. "Racializing Experiences of Foreign-Born and Ethnically Diverse Black Male Engineering Graduate Students: Implications for Student Affairs Practice, Policy, and Research." Journal of International Students 7, no. 4 (2017): 925–43. https://doi.org/10.5281/zenodo.1029487.

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Despite a growing body of work on the experiences of Black collegians, the higher education knowledge base lacks scholarship focused on Black men in graduate programs who are foreign-born and/or identify ethnically as other than African American. In this article, we provide a domain-specific investigation (i.e., based on students’ field of study), centering on nine Black men in engineering graduate programs. Three themes emerged regarding students’ racialized experiences and effects of racialization: (1) racialization as a transitional process; (2) cultural identity (dis)integrity; and (3) rac

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13

Bohonos, Jeremy W. "Including Critical Whiteness Studies in the Critical Human Resource Development Family: A Proposed Theoretical Framework." Adult Education Quarterly 69, no. 4 (2019): 315–37. http://dx.doi.org/10.1177/0741713619858131.

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While the human resource development (HRD) literature has made strides to incorporate critical race theory, critical Whiteness studies has not been substantively addressed. White experiences need to be incorporated into organizational learning literature in racialized ways. Unpacking the racialized experiences of Whites in organizational settings is important because it challenges the often-unstated assumption that White experiences are normal and neutral. The uncritical centering of Whiteness is part of what makes the marginalization of racialized others possible, and critical Whiteness studi

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14

Held, Nina. "‘They look at you like an insect that wants to be squashed’: An ethnographic account of the racialized sexual spaces of Manchester’s Gay Village." Sexualities 20, no. 5-6 (2016): 535–57. http://dx.doi.org/10.1177/1363460716676988.

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This article explores the interactive relationship between sexuality, ‘race’ and space. By drawing on ethnographic research with bisexual and lesbian women, it looks at the lived experiences of the intersections of sexuality and ‘race’ in a particular sexualized space, namely Manchester’s Gay Village. The article argues that this ‘primarily’ sexualized night-time leisure space is simultaneously racialized through the ways in which it is structured around whiteness, which is perpetuated through a somatic norm that operates in different ways. It explores perceptions of the Gay Village as a ‘raci

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15

Beagan, Brenda L., Kaitlin R. Sibbald, Stephanie R. Bizzeth, and Tara M. Pride. "Systemic Racism in Canadian Occupational Therapy: A Qualitative Study with Therapists." Canadian Journal of Occupational Therapy 89, no. 1 (2022): 51–61. http://dx.doi.org/10.1177/00084174211066676.

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Background. Research on racism within occupational therapy is scant, though there are hints that racialized therapists struggle. Purpose. This paper examines experiences of racism in occupational therapy, including coping strategies and resistance. Method. Ten therapists from racialized groups (not including Indigenous peoples) were recruited for cross-Canada, in-person or telephone interviews. Transcripts were coded and inductively analysed, with data thematically organized by types of racism and responses. Findings. Interpersonal racism involving clients, students, colleagues and managers is

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16

Berisha, Tringa. "Racialized spatial attachments." Kvinder, Køn & Forskning, no. 2 (November 22, 2023): 63–79. http://dx.doi.org/10.7146/kkf.v36i2.136438.

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Danish high school’s rising ethnic/racial diversity and tendencies of segregation call for explorations of students’ educational experiences of racialized differentiation. This article unfolds methodological reflections on this endeavor, by focusing on researcher access. Not only is space a medium through which racial relations materialize – space is also interconnected with access. If researchers depend on relations for access to sites of inquiry, which depends on how researchers are read by actors in the field, it is critical to scrutinize the spatial dimensions to such readings and what kno

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17

Correa, Priscila Dias, and James Alan Oloo. "Racialized Mathematics Learning Experiences of Black Undergraduate Students." International Educational Review 1, no. 1 (2023): 41–55. https://doi.org/10.58693/ier.113.

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The mathematics learning experiences of Black students in undergraduate programs present particularities that are not common to all undergraduate students. The challenges Black students encounter in their post-secondary programs reflect issues in the university environment that can significantly impact their experiences. These issues involve different domains and deserve full attention. This review manuscript addresses the emergent themes in the literature on the racialized mathematics learning experiences of Black undergraduate students. Research databases, ranging from 2015 to 2022, were exa

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18

Lee, Yasmeen I., and Stephanie Baker. "Understanding the Racialized Breastfeeding Experiences Among Black Millennials." Breastfeeding Medicine 16, no. 6 (2021): 481–86. http://dx.doi.org/10.1089/bfm.2020.0305.

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19

Glover, Ciara Smalls, Aisha Walker, and Josefina Bañales. "Engagement Coping Responses to Adolescents’ Negative Racialized Experiences." Journal of Research on Adolescence 32, no. 1 (2022): 134–50. http://dx.doi.org/10.1111/jora.12727.

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20

Smith, Tamika N., and Cindy Ann Kilgo. "Racialized Research Experiences: Cognitive and Work-Related Skills." Journal of College Student Development 65, no. 3 (2024): 326–30. http://dx.doi.org/10.1353/csd.2024.a929247.

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21

Nojan, Saugher. "Racial-Religious Decoupling in the University: Investigating Religious Students’ Perceptions of Institutional Commitment to Diversity." AERA Open 9 (January 2023): 233285842211213. http://dx.doi.org/10.1177/23328584221121339.

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Muslims face racism based on their racialized religious identities, yet few address their experiences through critical race theory or campus racial climate. This paper addresses how religious students rate institutional commitments to campus diversity when considering racial and religious respect. This study examines undergraduate experience surveys across nine campuses and a Muslim student photovoice project through a mixed-methods design. I argue that racial and religious respect derived from interpersonal, discursive, and material sources influence Muslim students’ perceptions of institutio

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22

Mclean, Cheryl A. "Racialized Tensions in the Multimodal Literacies of Black Immigrant Youth." Teachers College Record: The Voice of Scholarship in Education 122, no. 13 (2020): 1–22. http://dx.doi.org/10.1177/016146812012201303.

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Background The chapter explores the intersection of multimodal and digital literacies and racial identities of Black Caribbean immigrant youth in the United States (U.S.). Drawing on ethnographic research on the ways in which adolescent students embody their identities online, the chapter details some of the tensions that arise when these adolescents attempt to navigate a new home country that racializes their cultural and national identities and literacy practices. Context The chapter offers a meta-analysis of case studies five Black Caribbean immigrant adolescents’ multimodal and digital lit

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23

Rodriguez, Sophia, Benjamin J. Roth, and Leticia Villarreal Sosa. "“Immigration Enforcement Is a Daily Part of Our Students’ Lives”: School Social Workers’ Perceptions of Racialized Nested Contexts of Reception for Immigrant Students." AERA Open 8 (January 2022): 233285842110731. http://dx.doi.org/10.1177/23328584211073170.

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This qualitative analysis examines school social workers’ equity work for immigrant students, including their perceptions of immigration enforcement and school climates that support or hinder immigrant student experiences. We conceptually expand understandings of nested contexts of reception and racialized organizations across macro, meso, micro levels, and how they affect immigrant students’ educational experiences, mobility, and belonging. Utilizing open-ended responses from a unique national survey data set, we examine school social workers’ perceptions of the macro, meso, micro racialized

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24

Khan, Cristina. "Constructing Eroticized Latinidad: Negotiating Profitability in the Stripping Industry." Gender & Society 33, no. 5 (2019): 702–21. http://dx.doi.org/10.1177/0891243219864912.

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Through the analysis of an 18-month ethnography at an exotic dance club located in the Northeastern United States (referred to as Playpen), I uncover how Latina exotic dancers manage their participation in exotic dance by deploying constructions of Latinidad as embodied cues. I focus on Playpen’s weekly event, “Latina Night,” to demonstrate how racialized, sexualized, and gendered constructs relative to Latinidad are produced and regulated in this exotic dance setting. Study participants draw on embodied markers to negotiate how their bodies are read. Those markers include nationality-based ap

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25

Grier-Reed, Tabitha, Alyssa Maples, Anne Williams-Wengerd, and Demitri McGee. "The Emergence of Racialized Labor and Racial Battle Fatigue in the African American Student Network (AFAM)." JCSCORE 6, no. 2 (2020): 94–135. http://dx.doi.org/10.15763/issn.2642-2387.2020.6.2.95-135.

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Although little may be new with respect to the lived experience of racialized labor for People of Color navigating whiteness and white spaces, this study is the first to identify racialized labor in everyday life. Adapting consensual qualitative research methods to a phenomenological frame, we examined 277 notes summarizing weekly discussions in the African American Student Network (AFAM) over a 13-year time period. Co-facilitated by Black faculty and graduate students, AFAM was a space for Black undergraduates to make meaning of their experiences and find community on campus. We defined racia

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26

Jorge, Miriam. "Reflexiones sobre ser un educador de idiomas en Brasil y Estados Unidos: por qué las identidades raciales siempre importan." Cadernos de Linguagem e Sociedade 23, no. 2 (2022): 125–43. http://dx.doi.org/10.26512/les.v23i2.45262.

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This paper aims at sharing some perspectives on being a language educator in Brazil and the United States. My main focus is on racialized learning and teaching experiences and how they may shape our praxis in language studies. The concept of intersectionality (Crenshaw, 1989) is fundamental to my discussion, framed around three main threads: race, language, and class. I use autoethnography as a process and a method for reflection on my experiences concerning what I see from my transnational lenses. The discussion explores how racialized experiences matter in two contexts that are so similar ye

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27

Itzigsohn, José, and Karida Brown. "SOCIOLOGY AND THE THEORY OF DOUBLE CONSCIOUSNESS." Du Bois Review: Social Science Research on Race 12, no. 2 (2015): 231–48. http://dx.doi.org/10.1017/s1742058x15000107.

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AbstractIn this paper we emphasize W. E. B. Du Bois’s relevance as a sociological theorist, an aspect of his work that has not received the attention it deserves. We focus specifically on the significance of Du Bois’s theory of Double Consciousness. This theory argues that in a racialized society there is no true communication or recognition between the racializing and the racialized. Furthermore, Du Bois’s theory of Double Consciousness puts racialization at the center of the analysis of self-formation, linking the macro structure of the racialized world with the lived experiences of racializ

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28

Wadhawan, Subhah. "Materialization of racialized surveillance: Lived experiences of home imprisonment." Incarceration 2, no. 2 (2021): 263266632110215. http://dx.doi.org/10.1177/26326663211021586.

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Racialization, surveillance, and securitization may be distinct theoretical concepts, but they are nevertheless significantly intertwined. Race, as a mode of thinking and governance, largely informs the practices of securitization, whereby surveilling racialized bodies is an immanent task of the securitization process. To demonstrate this relationship, I interviewed three of the men from the infamous Canadian “Secret Trial 5” Security Certificate cases and their family members. I investigate their lived experiences of home imprisonment, examining how their home became a key site for the operat

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29

Smith, Bryan A. B. "Confronting Race and Colonialism: Experiences and Lessons Learned From Teaching Social Studies." in education 20, no. 1 (2014): 25–39. http://dx.doi.org/10.37119/ojs2014.v20i1.124.

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Literature on teacher education and encounters with race highlight some of the difficulties that teacher candidates face when they confront their own racialized subjectivities. However, many of these projects focus exclusively on Whiteness studies, explicating how White teacher candidates come to witness their own racialized Whiteness in relation to their epistemological understandings of the world. In this paper, I diverge from this pattern of thought, exploring a subset of the tenets of critical race theory, that of silences and exclusions, pervading my own teaching in a primary/junior socia

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30

Butler-Barnes, Sheretta T., Charles Lea II, Seanna Leath, Leoandra Rogers, David Barnes, and Habiba Ibrahim. "Visible or Invisible? Black Girls’ Experiences in a Mathematics Classroom." Journal of African American Women and Girls in Education 1, no. 2 (2021): 26–59. http://dx.doi.org/10.21423/jaawge-v1i2a85.

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Building on extant literature, the present qualitative study explored Black adolescent girls’ racial and gendered experiences as mathematics learners. Data collection included focus groups with Black adolescent girls (N = 30, Mage = 12.64 years). Several themes concerning their racialized and gendered schooling experiences emerged, which centered on language use, competition with boys, and working hard to prove themselves. To cope with the racialized and gendered experiences within mathematics classrooms, Black girls developed informal support networks. It was also revealed that some of these

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Lal, Rodrick, Geoffrey Reaume, Christo El Morr, and Nazilla Khanlou. "Mental health seeking behaviour of women university students: An intersectional analysis." International Health Trends and Perspectives 1, no. 2 (2021): 288–307. http://dx.doi.org/10.32920/ihtp.v1i2.1436.

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This research study explored the mental health seeking behaviour of racialized and non-racialized female students at a large size public university located in Ontario, Canada. A sample consisting of 570 students participated in the cross-sectional survey. The majority (n = 413, 84.1%) were identified as Canadian racialized female students. The remainder (n = 78, 15.9%) were Canadian non-racialized female students, identifying with dominant Canadian culture. We contended that intersectionality, an emergent theoretical and methodological public health framework, provides a powerful tool for unde

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32

Chisolm, Deena J., Bethany A. Bell, Owusua Yamoah, and Darcy A. Freedman. "Racialized Experiences Differentiate Food Security Among African American Adults." Nursing Research 70, no. 5S (2021): S13—S20. http://dx.doi.org/10.1097/nnr.0000000000000533.

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33

Torabian, Pooneh, and Maggie C. Miller. "Freedom of movement for all? Unpacking racialized travel experiences." Current Issues in Tourism 20, no. 9 (2016): 931–45. http://dx.doi.org/10.1080/13683500.2016.1273882.

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34

Kipp, Amy, Roberta Hawkins, and Noella J. Gray. "Gendered and racialized experiences and subjectivities in volunteer tourism." Gender, Place & Culture 28, no. 1 (2020): 45–65. http://dx.doi.org/10.1080/0966369x.2019.1708274.

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35

Cheeseborough, Thekia, Nicole Overstreet, and L. Monique Ward. "Interpersonal Sexual Objectification, Jezebel Stereotype Endorsement, and Justification of Intimate Partner Violence Toward Women." Psychology of Women Quarterly 44, no. 2 (2020): 203–16. http://dx.doi.org/10.1177/0361684319896345.

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Sexual objectification and Jezebel stereotype endorsement, a racialized characterization of Black women as promiscuous, have been linked to harmful violence attitudes toward women. Although Black women’s experiences of sexual objectification may be compounded by racialized stereotypes, research has yet to examine how these processes intersect to influence justification of intimate partner violence toward women. This study fills this gap in the objectification literature by examining associations between interpersonal sexual objectification, endorsement of racialized stereotypes, and justificat

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Van den Berg, Lisette. "On learning and unlearning 'objective' anthropology." Teaching Anthropology 10, no. 4 (2021): 68–72. http://dx.doi.org/10.22582/ta.v10i4.628.

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In this reflective piece I contemplate the confusion I experienced as an Afroeuropean student aspiring to be an anthropologist. I borrow from a phenomenological approach to explore my feelings and experiences as I process my thoughts on my compatibility, as a racialized woman, with the discipline of anthropology. During my training in anthropology, I developed an uneasy sense of having an embodied bias, I doubted my capacity and felt fragmented. This experience led me to a process of questioning, both myself, and the discipline and the space where we come into contact with one another.

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Misra, Supriya, Simona C. Kwon, Ana F. Abraído-Lanza, Perla Chebli, Chau Trinh-Shevrin, and Stella S. Yi. "Structural Racism and Immigrant Health in the United States." Health Education & Behavior 48, no. 3 (2021): 332–41. http://dx.doi.org/10.1177/10901981211010676.

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Immigration has been historically and contemporarily racialized in the United States. Although each immigrant group has unique histories, current patterns, and specific experiences, racialized immigrant groups such as Latino, Asian, and Arab immigrants all experience health inequities that are not solely due to nativity or years of residence but also influenced by conditional citizenship and subjective sense of belonging or othering. Critical race theory and intersectionality provide a critical lens to consider how structural racism might uniquely impact the health of racialized immigrants, an

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Torres, Sandra. "RACISM IN RESEARCH ON OLDER MIGRANTS AND ETHNO-RACIAL MINORITIES: INSIGHTS FROM TWO SCOPING REVIEWS." Innovation in Aging 7, Supplement_1 (2023): 397–98. http://dx.doi.org/10.1093/geroni/igad104.1315.

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Abstract The study of ethno-racialized minorities used to be primarily the domain of American social gerontologists. Meta-analyses of this scholarship have shown that this research has so far been characterized by two sets of practices: it engages in racialization but vaguely acknowledges racism, and it seems inequality-obsessed but justice-oblivious. Some gerontologists have therefore argued that the scholarly imagination that informs inquiries on older ethno-racialized minorities needs to be expanded, and that one way to do this could entail taking cues from European migration scholars’ inqu

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Goodrich, Andrew. "Valuing Racialized Student Voices: Transforming Learning Through Peer Mentoring." Action, Criticism, and Theory for Music Education 21, no. 1 (2022): 142–71. http://dx.doi.org/10.22176/act21.1.142.

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Although the practice of peer mentoring has had a place in education for many years, it has not routinely served as a platform for racialized students to use their voice in constructing their classroom learning. The history of music programs in the United States, with their dependence on Eurocentric music and disregard for the music of racialized persons, is a reminder that through the years, and continuing today, many programs only pay attention to some of the voices in the classroom. In this article, I investigate the promise that peer mentoring holds in equalizing the conversation. Although

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Stewart, Nathaniel D., and Lauren Thompson. "Black and Indigenous Solidarity in Social Sciences: Leaning into Our Nuanced Racialized Identities and Healing Together." Social Sciences 12, no. 6 (2023): 347. http://dx.doi.org/10.3390/socsci12060347.

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Our co-authored piece contributes to Black and Indigenous solidarity juxtaposed to our nuanced and convergent lived experiences as racialized people. Lauren and I (Nate)co-explore how our racialized identities and stories may complexify Black-and-Indigenous-led movements. We say “racialized” to acknowledge white supremacists’ racecraft to subjugate Black and Indigenous people. Lauren, an Indigenous educator activist, and I, a Black scholar activist, both with white maternal lineage, connected after storying about our journeys to, through, and beyond the teaching profession. Black and Indigenou

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Kongnetiman-Pansa, Linda, and Rebecca J. Haines-Saah. "When a Child Dies: Racialized Father’s Experiences of Objectification During Hospital Care." OMEGA - Journal of Death and Dying, April 26, 2022, 003022282210934. http://dx.doi.org/10.1177/00302228221093464.

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Understanding the meaning of loss for racialized immigrant fathers and addressing their experiences in a culturally competent manner is important in an increasingly ethnoculturally diverse country like Canada. Culture, customs and rituals influence fathers’ grief and culture impacts how individuals discuss death and dying as well as how they perceive the death of a child. This article is part of a qualitative research project, which examined the experiences of racialized immigrant fathers who experienced the death of a child. Guided by Charmaz’s constructivist grounded theory, the methodologic

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Nelson, Jennifer L., and Tiffany D. Johnson. "How White Workers Navigate Racial Difference in the Workplace: Social-Emotional Processes and the Role of Workplace Racial Composition." Work and Occupations, June 12, 2023. http://dx.doi.org/10.1177/07308884231176833.

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Research on racialized emotions and racialized organizations has begun to inform how we understand social interactions in the workplace and their implications for racial inequality. However, most research to date focuses on the experiences and coping strategies of racial minority workers, especially when confronted with instances of racial prejudice and discrimination. We extend research on racialized emotions in the workplace by mapping the stages of belonging/unbelonging white workers go through when they encounter instances of racial discomfort or perceived prejudice in the workplace. This

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Powell, Marvin G., Toya J. Frank, Jenice View, Christina Lee, Asia Williams, and Jay Bradley. "The Teacher Experiences of Racialized Microaggression (TERM) Scale: Construction and Initial Validation." Urban Education, March 14, 2022, 004208592210865. http://dx.doi.org/10.1177/00420859221086516.

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Black teachers experience racialized microaggressions at varying levels in their professional settings. Existing measures of these microaggressions are not context specific. We developed items following a critical quantitative research inquiry approach. Item response theory (IRT) provided validation evidence for the Teacher Experiences of Racialized Microaggressions (TERM) scale. Black U.S. teachers ( n = 526) participated. Results revealed a 15-item unidimensional factor structure. IRT analyses revealed the TERM scale measured racialized microaggression levels ranging across the continuum. Us

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Eke, Abimbola O., Marta C. Erlandson, M. Louise Humbert, Stephanie L. Martin, and Leah J. Ferguson. "“It’s a Reflection of How I Feel Inside. . . of How I’m Looking Outside”: Racialized Young Women Athletes’ Descriptions of Body Self-Compassion in Canada." Women in Sport and Physical Activity Journal 32, no. 1 (2024). https://doi.org/10.1123/wspaj.2024-0014.

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Body self-compassion, a kind and nonjudgmental attitude toward the body, may be beneficial for racialized young women athletes in sport. Researchers have found that women athletes may experience body image pressures that may lead to being preoccupied with their bodies’ form and function. This could be heightened for racialized young women because of their unique bodies and the pressures to fit a majority nonracialized body ideal. Thus, a compassionate approach to the body may be particularly important to cultivating positive sport experiences for racialized young women athletes. The purpose of

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Yi, Varaxy. "“Are You Really Asian?”: Exploring the Racialization of Southeast Asian American Community College Students." New Directions for Community Colleges, June 14, 2025. https://doi.org/10.1002/cc.20663.

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ABSTRACTSoutheast Asian American (e.g., Hmong, Laotian, Cambodian, and Vietnamese; SEAA) community college students experience systemic inequities that affect their college success, resulting in lower educational attainment rates than the national average. Using an AsianCrit framework, and guided by the overarching research question, “What are the racialized experiences of SEAA community college students?” the current investigation sought to understand the racialized processes that shape SEAA students’ educational experiences and their positioning in education. In this phenomenological study,

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Umamaheswar, Janani. "Wrongful Conviction as Racialized Cumulative Disadvantage." British Journal of Criminology, July 21, 2022. http://dx.doi.org/10.1093/bjc/azac061.

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Abstract Despite a growing body of scholarship on wrongful convictions, research on the prison and pre-prison experiences of wrongfully-convicted men (including the racialized nature of these experiences) continues to be limited. In this article, I draw on in-depth interviews with 15 exonerated men in the United States to frame wrongful conviction as an experience of racialized cumulative disadvantage, defined as the accrual and perpetuation of socioeconomic, psychological, and emotional harms that disproportionately impact Black and Hispanic wrongfully-convicted men over the life course. Thro

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Johnson, Amber J., Jaylin Bell, Victoria A. Davis, Tobechi Udeh, and Adriana Ochoa. "Black women’s experiences of racialized shame." Cultural Diversity & Ethnic Minority Psychology, February 3, 2025. https://doi.org/10.1037/cdp0000739.

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Arcilla, Jasmine Therese, Alexandra Nanou, Sarah Hamed, and Fatumo Osman. "Racialized migrant women’s discrimination in maternal care: a scoping review." International Journal for Equity in Health 24, no. 1 (2025). https://doi.org/10.1186/s12939-025-02384-8.

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Abstract Background Despite equality and quality being the core of good healthcare, racial and ethnic inequalities continue to persist. Racialized groups, including racialized migrant women, experience various forms of discrimination—particularly during maternal care encounters, where intersectional forms of discrimination may occur. Experiences of discrimination in maternal care have been associated with poor health-seeking behavior and adverse maternal health outcomes. However, research on racialized migrant women’s discrimination in maternal care is limited. This scoping review aims to give

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Kılıçtepe, Şafak. "Exhausted Patients: Racialized Reproductive Experiences in Türkiye." Studies in Comparative International Development, June 16, 2025. https://doi.org/10.1007/s12116-025-09473-3.

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Abstract This article demonstrates how women living in a politically unstable environment experience and negotiate politics of reproduction in a society within which their ethnic identity significantly shapes their position in the nation. Taking a cue from these women’s frequent use of the term “exhausted” to describe their reproductive experiences in Türkiye, this article analyzes the stratification of race, ethnicity, and reproduction in Türkiye. Using a long-term and multi-sited ethnographic approach, this article examines experiences with government-regulated reproduction alongside spatial

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Beagan, Brenda L., Kaitlin R. Sibbald, Tara M. Pride, and Stephanie R. Bizzeth. "Experiences of epistemic racism among occupational therapists." Cadernos Brasileiros de Terapia Ocupacional 30 (2022). http://dx.doi.org/10.1590/2526-8910.ctoao24533211.

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Abstract Objective Epistemic racism establishes the knowledges and ways of knowing of a dominant group as legitimate, invalidating those of groups marked by racialization. Professions are demarcated by their knowledge claims, making epistemic racism a powerful mechanism of exclusion within professions. This paper examines experiences of epistemic racism in occupational therapy across Canada. Method Using a critical interpretive qualitative approach, ten therapists from racialized groups were interviewed (in-person or telephone), with transcripts coded and analyzed iteratively. Results Particip

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